牛津译林版（2019）高中英语选择性必修第一册 Unit 1 Food matters Integrated Skills II 教案

《英语》（选择性必修·第一册）
Unit
1
Food
matters
Integrated
skills
(II)
I.
Learning
objectives
By
the
end
of
the
lesson,
students
will
be
able
to:
1.
talk
about
their
favorite
food,
including
its
appearance,
smell,
taste,
ways
of
cooking
and
a
particular
experience
associated
with
it;
2.
write
an
article
about
their
favorite
food.
II.
Key
competence
focus
Write
an
article
about
their
favorite
food.
III.
Predicted
area
of
difficulty
1.
How
to
convey
the
ideas
clearly.
2.
How
to
write
an
article
vividly.
IV.
Teaching
procedures
Step
1
Lead-in
T
presents
some
pictures
of
food
such
as
mooncake,
Tiramisu,
dumpling,
hot
pot,
etc.
and
asks
the
following
questions:
Picture
1
(Mooncake)
T:
What
can
you
see
in
the
picture?
S:
Mooncakes.
T:
Have
you
tried
a
mooncake?
S:
Yes.
T:
When
did
you
try
it
for
the
first
time?
S:
I
gave
it
my
first
try
at
the
age
of
5.
T:
Do
you
like
it?
S:
Yes,
very
much.
T:
How
does
it
taste?
S:
It
tastes
sweet.
Picture
2
(Tiramisu)
T:
Do
you
know
the
dessert
in
the
picture?
S:
It
is
Tiramisu.
T:
How
does
it
look?
S:
It
looks
adorable.
Picture
3
(Dumpling)
T:
What’s
the
picture
about?
S:
Dumplings.
T:
Do
you
know
how
to
cook
the
dish?
S:
It
can
be
steamed,
boiled
or
fried.
Picture
4
(Hot
pot)
T:
What’s
it?
S:
It’s
a
hot
pot.
T:
How
do
you
think
it
feels
in
your
mouth?
S:
I
think
it
is
spicy.
2.
T
asks
more
questions
as
follows:
T:
What’s
your
favorite
food?
Why
do
you
like
it?
(Ss
may
give
various
answers.)
3.
T
shows
a
picture
of
salted
duck
and
mentions
her
experience
of
tasting
it
for
the
first
time.
T:
Salted
duck
is
one
of
my
personal
favorites.
I
gave
it
my
first
try
twenty
years
ago,
together
with
my
family
members.
My
father
went
on
a
business
trip
to
Nanjing
and
brought
one
back.
It
looked
mouth-watering.
Before
my
mother
sliced
it,
brother
and
I
couldn’t
wait
to
have
a
try.
The
meat
was
juicy
and
salty,
which
really
impressed
all
of
us.
How
can
I
forget
such
a
tasty
dish?
【设计意图：通过互动，引入主题，并为对话环节做铺垫。】
Step
2
Talking
in
pairs
1.
T
guides
Ss
to
talk
about
their
favorite
food
with
the
following
questions:
A:
What
is
your
favorite
food?
B:
My
favorite
food
is
.../...
is
one
of
my
personal
favorites.
A:
Why
do
you
like
it?
(How
it
looks,
smells,
tastes
and
feels
in
your
mouth,
how
you
associate
it
with
a
particular
experience,
etc.)
B:
It
looks/smells/tastes/feels
...
(smelly,
bitter,
sweet,
salty,
juicy,
creamy,
silky,
smooth,
soft,
crisp
...)
It
reminds
me
of
the
days
when
...
How
can
I
forget
such
a
tasty
dish?
(Advise
Ss
to
emphasis
their
points
with
rhetorical
questions.)
A:
Do
you
know
how
to
cook
it?
B:
Here
are
the
steps:
First,
...
Second,
...
A:
Is
there
any
interesting
stories
behind
the
food?
B:
It
is
said
that
.../A
story
goes
that
...
2.
Ss
talk
in
pairs
about
their
favorite
food.
【设计意图：通过对话，让学生为下一步的描述性写作准备素材。另外，鼓励学生大胆对话，提高口语交际能力。】
Step
3
Presentation
T
encourages
Ss
to
present
their
dialogues
in
class,
making
comments
on
their
descriptions
after
the
presentation.
【设计意图：鼓励学生展示自我，培养学生自信心。】
Step
4
Writing
an
article
T
instructs
Ss
to
write
their
descriptive
article
based
on
the
information
from
parts
A,
B,
C.
T:
From
your
presentation,
I
find
that
most
of
you
have
had
a
good
description
of
your
favorite
food.
It’s
time
for
you
to
write
the
article.
When
writing
it,
you
can
use
your
ideas
from
part
C
and
information
in
parts
A
and
B
to
help
you.
To
make
your
writing
clear
and
vivid,
you
are
supposed
to
plan
your
writing
ahead
of
time.
Activity
1:
Planning
T
asks
Ss
to
pay
attention
to
the
text
type,
the
structure
and
the
language.
T:
When
planning
the
writing,
you
should
pay
attention
to
the
text
type,
the
structure
and
the
language.
1.
T
explains
the
text
type
of
the
writing—a
piece
of
descriptive
writing,
and
introduces
the
purpose—to
create
a
vivid
picture
in
readers’
minds.
T:
As
for
the
text
type,
in
this
class
you
are
going
to
write
an
article
about
your
favorite
food.
It
is
a
piece
of
descriptive
writing
which
can
create
a
vivid
picture
in
readers’
minds
through
plenty
of
sensory
details.
2.
T
guides
Ss
to
pay
attention
to
the
structure
of
the
article,
telling
them
to
follow
the
structure
below:
·State
clearly
what
your
favourite
food
is.
·Mention
your
experiences
of
tasting
it,
especially
for
the
first
time.
·Describe
the
characteristics
of
the
food,
such
as
appearance,
smell,
taste
and
way
of
cooking.
3.
T
leads
Ss
to
pay
attention
to
the
language
of
a
piece
of
descriptive
writing:
vivid.
T:
Finally,
the
language
of
the
article
is
also
important.
When
you
describe
food,
you
can
use
adjectives
to
create
an
image
of
the
food
in
the
mind
of
the
reader.
Activity
2:
Writing
Ss
write
their
articles.
T:
Since
we
have
planned
well,
now
let’s
write
the
article.
Please
refer
to
page
9,
part
B.
Activity
3:
Checking
T
asks
Ss
to
figure
out
what
mistakes
they
should
pay
attention
to
when
checking
the
writing.
T:
It
is
important
to
check
your
writing
after
you
finish
it.
What
aspects
should
we
pay
attention
to
when
checking
the
writing?
T:
Excellent!
You
are
supposed
to
check
if
there
are
any
mistakes
in
terms
of
punctuation,
spelling,
grammar,
choice
of
words,
style
(formal/informal),
structure.
2.
T
asks
Ss
to
check
their
own
writing
according
to
questions
in
self-review.
T:
Check
your
writing
according
to
questions
in
self-review.
3.
T
asks
Ss
to
make
comments
on
each
other’s
writing,
read
the
comments
others
make
and
improve
their
writing
according
to
questions
in
peer
review.
T:
It
is
a
good
idea
to
work
in
pairs
to
read
and
edit
each
other’s
writing.
During
the
process,
you
are
supposed
to
give
different
types
of
comments,
including
praises,
suggestions
and
corrections.
Finally,
pay
attention
to
the
comments
your
partners
give
on
your
writing
and
then
improve
your
writing
according
to
questions
in
peer
review.
【设计意图：通过一系列活动，给学生提出具体写作建议，引导学生抓住写作要点，最终提升写作能力。】
V.
Homework
Polish
up
your
writing.
2